Educational influencers between enlightenment and simplification: where is the boundary of pedagogical responsibility

Abstract

The article presents the results of a qualitative study of short educational videos on TikTok, Instagram Reels, and YouTube Shorts platforms. Based on Chevallard’s didactic transposition theory and contemporary research on cognitive effects of short-form video content, a typology of knowledge transformation in informal digital educational environments has been developed. Five types of knowledge simplification were identified: adaptive simplification, selective reduction, aphoristic compression, vulgarisation, and sensationalisation. Adaptive simplification (18% of the sample) preserves the essence of phenomena while reducing presentation complexity and acknowledging limitations. Selective reduction (32%) focuses on individual aspects without distortion but loses systematicity. Aphoristic compression (25%) condenses knowledge into formulas or slogans with categorical generalisations. Vulgarisation (15%) distorts the essence of phenomena for accessibility or effect. Sensationalisation (10%) presents mundane information as sensational discoveries. Indicators of educational influencers’ pedagogical responsibility and risks of pseudo-learning were determined. Analysis revealed that only 22% of videos contain source references, 12% acknowledge competence limitations, and 10% warn about application context. The identified risks of pseudo-learning include the illusion of understanding, substitution of knowledge with recognition, atomisation of knowledge, delegitimisation of complexity, and substitution of institutional authority with personal charisma. The research findings have implications for formal education, media literacy, and the development of responsible educational content on social media.

Keywords: educational influencers; short-form video content; didactic transposition; knowledge simplification; pedagogical responsibility; pseudo-learning; media literacy.